I came down radiant, light-hearted; I bounded like a pebble rolling down a rapid slope. When she saw me, she said, -- "What is it?"
I did not answer; my eyes were moist. The night before, Pauline had understood my sorrows, as she now understood my joy, with the
magical sensitiveness of a harp that obeys the variations of the atmosphere. Human life has glorious moments. Together we walked in silence along
the beach. The sky was cloudless, the sea without a ripple; others might have thought them merely two blue surfaces, the one above the other, but
we-we who heard without the need of words, we who could evoke between these two infinitudes the illusions that nourish youth,—we pressed
each other's hands at every change in the sheet of water or the sheets of air, for we took those slight phenomena as the visible translation of our
double thought. Who has never tasted in wedded love that moment of illimitable joy when the soul seems freed from the trammels of flesh, and
finds itself restored, as it were, to the world whence it came? Are there not hours when feelings clasp each other and fly upward, like children taking
hands and running, they scarce know why? It was thus we went along.
(from A Drama on the Seashore by Honore De Balzac)
How does the setting help to establish the tone of the passage?
O 1. It illustrates the narrator's naiveté when he is with Pauline.
O 2. It shows how silly the narrator must appear in Pauline's eyes.
03. It mirrors the harmony the narrator and Pauline feel in each other's company.
O 4. It reflects the confusion the narrator and Pauline have about what they see from the land

below i present a summary with the most relevant aspects of chapter 2, which were taken from karangan bahasa inggeris (english essays) spm: argumentative essays.

tuna wira

credit to mohana ram murugiah.

i hope to be of

teacher smiles at the students who wait for his signal to sit down. he nods briefly and the students sit down and get ready for the lesson to start. there is an air of quiet expectancy when teacher refers to the unusual things found underneath their houses that morning. whispers of bags of rice ran among the students and a student muttered reluctantly that the rice is rent for the landlord. this starts off the discussion on the issue of paying rent for the use of the landowner’s land. da wan raises the question of why the landlord owns the land rather than the farmer although they have spent a lot of time farming it. the three reasons of labour, need and inheritance are listed as reasons for the landlord’s ownership of the land. they are discussed and dismissed as inadequate reasons. they suggested a system of collective farming to the farmers. the headmaster comes down the corridor to observe the lesson. teacher very quickly changed the lesson to a geography wesson. the students followed his cue and no one gave the slightest notice < of the headmaster ‘s presence. when the headmaster leaves, teacher explains the implications of winning the scholarship. it involves bearing respontsibilities and the scholarship holder should master what is useful and return to the village. he should understand the injustices in the present system and change it to a fairer system. then, he announces the wiimnuir of the scholarship to be dawan.

in this alternate universe, renaissance romeo is now seventeen, an apprentice to a glass maker in venice. modern romeo is planning to go to college. what major do you think he’ll elect?

the nation will get back everything that was lost

hope this